Chapter 6
The Question—Uses and Misuses
The question is one of the most important tools that a leader must be able to use. In information-getting and problem-solving meetings, the leader must ask the right questions in the right way. In information-giving meetings, the leader must effectively answer questions. The failure to ask or answer questions effectively can turn a productive meeting into a nonproductive one.
Asking Questions
Here are 10 guidelines to follow:
1. Prepare your questions ahead of time. Be sure they are clear and can be answered by one or more of the participants.
2. Use overhead questions frequently. These are questions that are directed to the group and require volunteers to answer.
3. Call the person by name first, and then state the question, when using a direct question. This alerts the person to concentrate on the question. The direct question should be used sparingly. When it is used, be sure the person can answer the question so that there is no embarrassment. A direct question would be appropriate when you see that a person is about ready to say something but doesn't quite have the courage to volunteer.
4. Avoid leading questions. These are questions that clearly indicate the answer you want. An example would be, “Don't you think that films of horrible accidents will make the workers operate their machines more safely?”?
5. Allow participants time to think after asking questions (especially overhead questions). To answer, participants usually go through the following process:
a. Analyze the question to be sure they understand.
b. Think of an answer.
c. Think of the proper wording of the answer.
d. Evaluate the answer in terms of how the leader and the group will react to the answer. (The person who answers will usually try to avoid an answer that might get a negative reaction from the leader or the group.)
The thinking process after a question has been asked takes time, and the leader should not become impatient because there is an embarrassing silence of 5 to 15 seconds when nobody responds. Some leaders get panicky and repeat the question or answer it themselves. When this happens, the thought process of the participant is interrupted and switches from thinking to listening.
This embarrassing silence problem can be solved by doing something productive during that period of 5 to 15 seconds. Use this time to write the question on the whiteboard or flipchart. This not only takes up the time, but also helps the participants understand the question. After finishing the writing, the leader can turn to the group and ask, “Who wants to answer the question?” A number of participants will probably be ready to answer if the question has been carefully prepared.
6. Encourage complete and clearly expressed answers.
7. Be sincerely interested in the answers. If appropriate, write some key words from the answers on the whiteboard or flipchart. This demonstrates that you are listening and also interested. It also encourages answers from other participants.
8. Be sure that the same few people don't answer all the questions. One technique is to have all participants write down their answers. Then you can better control who answers the questions by directing the question to a specific person or by going around the room and asking each person for an answer.
9. Avoid questions that can be answered by “yes” or “no.” If you use these, then follow up the answer with “Why do you feel that way?” or a similar question that encourages the reasons for the “yes” or “no.”
10. Begin good questions that encourage meaningful answers with such words as
• What: What solution do you suggest?
• Why: Why do you feel that way?
• When: When did you first notice that Rose was unhappy with her job?
• Where: Where is the best place to conduct an appraisal interview?
• Who: Who is responsible to see that new employees are properly trained?
• How: How can we cut down on the cost of long distance telephone calls?
Answering Questions
Many leaders are so anxious to get questions from participants that they waste valuable time answering questions that should not be answered. Some questions are off the subject being discussed. Others are unique to the person asking the questions, and meeting time should not be used to answer them.
These situations call attention to the fact that the leader should evaluate each question that is asked in terms of Should I take time to answer the question? This is often a difficult decision, and a frequent solution may be to answer it quickly to satisfy the person who asks it and yet not waste the time of the rest of the group. Another solution is to say that it is off the subject or not of general interest. This, of course, must be tactfully done. If the leader decides that the question should be answered, the next decision to make is Who should answer it?
Table 6-1 shows three alternatives to consider. Each of them may be appropriate for particular situations.
When a question is asked, the leader must quickly evaluate it to judge whether to spend time answering it. If it is off the subject, the leader can say, “That's a good question, but it doesn't fit in with our objective. I'll be glad to discuss it with you after the meeting.” In any case, time should not be taken to answer questions that are not important to the meeting objectives.
If the leader decides to take time to answer it, the three alternatives in table 6-1should be considered. Sometimes only one of them will be used. At other times, all three approaches may be used.
For questioning to be an effective instructional technique, create the proper atmosphere in which it can flourish. For example, trainees should never fear to give an incorrect answer. If wrong answers are discouraged, the trainees will respond more cautiously with generally poor answers to your questions. Trainees should never have the feeling that they're asking stupid questions. It cannot be overemphasized that they should be encouraged to ask questions, at any time, about anything they do not understand.
Table 6-1. Who Should Answer It?
| Who Should Answer? | Under What Circumstances? |
| 1. The leader | a. If the question has been asked directly of the leader. Even under these circumstances, the leader may decide not to answer it by saying, “Before I answer it, I'd like to see what others in the group feel.” |
| b. If the leader is the only one with the answer. | |
| c. If time is short and the leader wants to move along to another item. | |
| 2. Other members of the group | a. If other members of the group have answers. |
| b. If other members of the group want to express their feelings. | |
| c. If time warrants it. | |
| d. If the leader doesn't want to answer or needs time to think of an answer. | |
| e. If the person asking the question wants the opinion of the group. | |
| 3. The person who asked the question | a. If the leader feels that the participant has something to say. (Oftentimes a question is asked in such a way that it is obvious that the person has strong feelings to express.) |
| b. If the leader or the group doesn't know the answer. It should be turned back to the person who asked the question only if the leader feels that the person has an answer. |